Identifies four steps that students should employ in using objectives to study textual material and outlines the strategy intended to teach students these steps. (MH)

This essay is a critique of the major commissions established to report on various aspects of higher education since World War II. It focuses specifically on the Truman Commission, John D. Millett's Commission on Financing, the Carnegie Commission, and the Newman Report. (DS)

Examines seven propositions concerning the schools, and offers suggestions indicating what is required if solid progress is to be realized. The areas discussed include accountability, standards by which the schools are judged, the school's social system, and models of change. (IRT)

Describes the Florida Educational Accountability Act of 1976. The purpose of the act is to validate the high school diploma, thereby improving the quality of public education and eliminating the continued need for social promotion. (Author/MLF)

Ranks chemical engineering departments according to four indices, all measured per faculty member per year: master's degrees awarded, doctoral degrees awarded, thousands of dollars of extramural research funds expended, and refereed publications. (MLH)

Examines the intrinsic and extrinsic determinants of success of commissions and committees of enquiry into educational matters in the developing nations of the commonwealth. Despite their defects, commissions and committees provide the best instrument available to governments to acquire specialist advice and consult with the public at large.…

Discusses the strengths and weaknesses of profile assessment of students in chemistry. (SL)

Impact analysis culminates in the formulation of outcome measures that describe college impact in terms of demonstrable change in student attitudes and behavior. Outcome measures meet the data needs of state policy-makers as well as institutional planners, and thus invite external support and cooperation rather than control. (JG)

Discusses the pros and cons of grading and standardized tests as well as intuitive evaluations. (MS)

Asserts that the basic ethical question about any evaluation program is whether it is judgmental and destructive or is constructive and serves the needs of students. Suggests that curriculum evaluation studies seldom consider the equality of educational opportunity or the availability of noncognitive learning opportunities. (Author/JG)

Different components of a course assessment system are demonstrated to have a differential weighting on the overall scores unless compensated for by normalizing scores. Then multiple choice tests, essays, and practical exercises correlate well in terms of student ranking. Traditional examinations correlate less well and may be measuring other…

The traditional "test and measurement" approach to educational evaluation is contrasted with the "use of information for decision-making" developed in the industrial sector. Evaluation strategy should be determined by an analysis of the problem and the decisions to be made. (Author/LBH)

Discusses classroom problems and teacher responsibility suggesting a need for a major redirection in the areas of curriculum development, educational assessment, and teacher training. (RK)

Presents several series of statements that one can use to evaluate such areas as school goals, program characteristics, and performance characteristics of the school. (Author/IRT)

Explores the evaluation process in the education system and the claim that evaluations must serve as appropriate and valid tools for developing new pedagogical objectives. A truly effective evaluation procedure requires specialized research and training for those who implement and carry out those evaluations. (TR)